# Author desk run-through · teacher, learner and potential funder

**Status:** desk review of the authored files and rendered pages, 30 September 2026. These are *scenario checks*, not a teacher/child/funder user study, real classroom observation or proof of an outcome. The exact first responses below are hypothetical and **not** stored as results. Source/rights, local safety, child-specific access and school assessment still need human review.

## Teacher's 25-minute pass

- **Day 43:** open the source card, read **FICTIONAL** before showing the square handle, then choose either an actually approved object with source/date or a made-up card. Do not transfer the integrated Week 9 practice counts into the art record. The teacher can run 3+4+5+7+4+2 minutes; a child may direct the card with no paper. Record the child's visual focus and actual marker separately. **Concern caught:** saying “we found” without source status could falsely imply a real observation. The card, script and record all now prompt REAL + DATE / MADE UP.
- **Day 45:** keep the cart check and key out of sight until that day's first response. Read “tray, oval pod box, hook handle” and the two blank idea spaces. Demonstrate *only response mode* on unrelated blank paper. If an adult has to place cards, they repeat the child's directions and log the handler. **Concern caught:** the source illustration also includes wheels; the exact alternative names them as diagram context, not a required focus. No answer is supplied.
- **Day 49:** if there is no cleared real artwork/context, use the fictional fallback and mark AC9AVAFE01 **not observed**. If no child shares their own work with a willing person, mark AC9AVAFP01 **not observed**. The 7-minute child step can be a private response or pass. Never label either event complete because the page was opened.
- **Day 50:** read the clock's first draft and its adult/fictional status. No adult suggests a new cue. A learner can make a now version or dictate an exact plan. The record distinguishes source fact, child revision decision and actual maker. The clock is not a real station sign or a real child's earlier work.

## Learner's access pass

- **Full-colour visual:** Day 41's blue circle has dots; orange triangle has lines and printed names. A child can choose another colour/cue combination without being told that blue means calm or orange means excitement. All task comparisons remain possible with the named marks.
- **Greyscale/no colour:** the circle/dots versus triangle/lines, toolbox stripe location, square-handle hatch, first/now outlines, cart parts and clock triangle remain distinguishable. The page does not require a particular hue. Exact linear descriptions in [Text alternatives](print/TEXT-ALTERNATIVES.md) provide the same source facts. This is an author inspection, not a colour-vision-user validation.
- **No print/no touch:** the adult reads each source and blank question exactly. A learner can give two options, a choice and a reason by speech, sign, AAC, eye gaze to locally supported options or partner-directed adult scribing. A precise described plan is not silently promoted to physical artwork.
- **Sensory/private route:** no paint smell, sound, sticky material, movement or public presentation is needed. A child can decline texture or sharing and still work on the two-cue decision. Route choice is not interpreted as a deficit.

## Potential funder's evidence pass

The available artefacts are ten timed scripts, 30 route variants, 20 fully worked context bridges, two fresh learner checks and a separate key, eight original SVG/PDF A4 pairs, source/rights boundaries, exact source pins, a deterministic generator and read-only audit. They show **production of reusable teaching materials** and a traceable author check. They do **not** demonstrate learner gains, adoption, accessibility for every user, professional educator approval, QCAA endorsement, complete Prep Visual Arts coverage, cultural permission, translation accuracy or tested cost savings. Those would need school/rights-holder participation and measured evidence.

The optional local-only browser activity adds a switchable visual/text two-option route. It is an author-tested interface, not evidence of child use or a measured viewer effect.

**Browser desk check:** Opened the bundled page directly from disk in local Chrome at 1280 px and 390 px. Switched part, colour and clue; saved distinct A/B ideas by keyboard and click; cleared both; checked zero horizontal overflow, zero page errors, no automatic HTTP requests and zero automated axe violations in both views. [Desktop](digital/previews/desktop.png) and [mobile](digital/previews/mobile.png) screenshots capture the revised wording and two saved choices. Automated checks do not replace child-specific keyboard, screen-reader or colour-vision review.

## Remaining human gates

1. Queensland Prep educator and local curriculum lead review sequence, word load, timing, assessment use and fit alongside integrated English/maths.
2. Accessibility practitioner and actual learners/families choose appropriate assistive formats; inspect reading order and child-specific tactile safety. The PDF is not tagged.
3. School approves materials, privacy, display/sharing, real source choice and any local cultural authority work. No real artwork or audience result is pre-cleared.
4. If published beyond Australia, map each jurisdiction from its current primary sources; do not relabel this as a translated or international pack.